A replication and extension of Samuels' (1967) original experiment assessing the learning performances of no-picture, simple-picture and complex-picture groups almost exactly duplicated the original findings in acquisition performance. However, the critical test-trials results did not confirm Samuels' original contention that pictures can act as distractors in learning correct reading responses. Application of a conditioning model revealed that the no-picture group received the overwhelming amount of adult verbal feedback during acquisition and provided the theoretical basis of the notion that "no-picture" learning occurs through a visual-auditory conditioning process; "simple-picture" learning occurs through a visual-visual conditioning process and "complex-picture" learning occurs through a combination of both. (Author)